Teacher Decision Making: Teacher Learning

Abstract

This chapter provides insights into the nature of teacher learning, in particular the thinking and actions that characterise teacher self-directed learning. The chapter illustrates that when teachers are supported to work as self-directed learners, they are allowed to work in very different ways to accepted PD experiences. In these conditions, it becomes possible to capture changes in teacher thinking and actions over time revealing the tacit knowledge of practice that teachers use everyday. This knowledge becomes explicit in ways which illustrate how such thinking shapes teachers’ practice and how they make sense of their experiences to construct professional knowledge.